Math Performance-Based Pathway Task Model

Background Information:

In order to complete the Performance-Based Pathway in mathematics, students will need to

complete a project that they have designed or chosen with guidance from an advisor. This
project should connect in some way with the student’s goals, interests, or creative pursuits
aligned with their High School and Beyond Plan. The project must be designed so that the final
products produced by the student will enable an educator to assess whether they have met the
high school focus standards. (The advisor and the evaluator may or may not be the same
person. The advisor could be a school staff person or community member, but there needs to
be a teacher with a Mathematics endorsement involved in the evaluation of the student work.)

Schools may approach the creation of this project or learning experience in various ways.
Schools could design a learning experience that students could modify to align with their High
School and Beyond Plan, could have students design their projects or learning experiences
individually, with guidance from an advisor, or do both. In some cases, students might work
with advisors or mentors from the community as well as or in place of an advisor from the
school. If the project will be evaluated by someone other than the students’ project advisor, the
evaluator should review the plan before the student begins their work. It will be important that
everyone involved in designing the learning experience or project consult the Mathematics
Graduation Pathways rubric as they envision what the student will create.

This document is designed to serve as a guide for educators who will be supporting a student
who is developing a proposal for a learning experience that allows them to successfully
complete the Performance-Based Graduation Pathway. The task model is a list of required
features of that learning experience.

Performance Indicators
While students only need to have evidence of meeting five or more of the mathematical
practices, the assessment should be designed with all of these performance indicators in mind
in order to provide students with the opportunity to practice all eight of these practices:

Mathematical Practice #1: Make sense of problems and persevere in solving them.
A. Clearly break down the problem by explaining the existing conditions, requirements,
limitations, assumptions, and goals of the project.

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 B. Develop and describe a well-thought out solution pathway after considering multiple
approaches to the problem.
C. Document regular monitoring and evaluation of progress, adjust methods when
needed, and continue to work even when challenged.
D. Check work using two or more approaches and make any necessary modifications.
Explain the reasonableness of the solution within context and why it makes sense.

Mathematical Practice #2: Reason abstractly and quantitatively.

A. Translates the context of the problem into mathematical representations (expressions,
equations, graphs, etc.) to create a coherent representation of the problems at hand.
B. Use applicable mathematical reasoning and calculation to manipulate their symbolic
representation in problem solving.

Mathematical Practice #3: Construct viable arguments and critique the reasoning of others.
A. Provide an introduction that includes stated assumptions, definitions, and previously
established results to construct a compelling and well-supported mathematical
argument.
B. Create a logical progression of statements that support tentative conclusions.
C. Provide an explanation of reasoning that others can follow including addressing one or
more counter-arguments or examples.

Mathematical Practice #4: Model with Mathematics.

A. Make reasonable assumptions and approximations to simplify a complicated problem.
B. Identify important quantities and map relationships using tools such as diagrams, two-
way tables, graphs, flowcharts, and formulas.
C. Interpret and describe the relationship between quantities, mathematically recognizing
patterns, trends, and functions as applicable, and then use them to draw conclusions
and make decisions.

Mathematical Practice #5: Use appropriate tools strategically.

A. Consider a wide range of available tools and then make sound decisions about which of
these tools might be helpful and when to use them.
B. Select and use external mathematical resources to pose and solve problems, and
describe their application and benefit in solving the problem.

Mathematical Practice #6: Attend to precision.

A. Consistently and appropriately use clear definitions, state the meaning of the symbols
chosen, specify units of measure, and when needed, label graphs and diagrams to clarify
correspondence with quantities within the problem.
 B. Use applicable vocabulary to explain and support the reasoning and solution pathway.
C. Perform calculations accurately and efficiently. Then express numerical answers with a
degree of precision appropriate to the problem context.

Mathematical Practice #7: Look for and make use of structure.

A. Recognize patterns and structures within quantities and expressions.
B. Use recognized patterns or structures to make predictions or decisions (rather than
repeated calculations).
C. Decompose complicated quantities into single objects or a composition of several
objects.

Mathematical Practice #8: Look for and express regularity in repeated reasoning.
A. Recognize calculations or results that repeat and use them mathematically through
substitution or other processes.
B. Identify and use progressions of calculations to create procedural shortcuts.

Task Model
Any Performance Assessment that is designed to elicit student work that will allow the student
to demonstrate they have met the learning standards in the Performance-Based Graduation
Pathway for Mathematics, must include these elements:

Note: Throughout this task model, the word “problem” is a general term for “a question that
needs to be answered, or something that needs to be figured out, addressed, or solved.”

The student will engage in a learning experience that has an authentic, real-world
problem (aligned to their High School and Beyond Plan) that they can break down,
analyze, and decontextualize, ultimately representing the problem symbolically as part
of any final work product. (Performance Indicators 1A, 2A and 2B)
The student will engage with and develop a written plan to address a problem that has
enough complexity for multiple entry points and solution paths. (Performance
Indicators 1A and 1B)
Throughout the learning experience, the student will create a reflection (written, oral*, or
video) or set of reflections that show they were able to:
(1) make strategic assumptions and approximations to simplify complex
problems (Performance Indicator 4A)
(2) decompose complicated quantities into single objects or compositions of
several objects (Performance Indicators 7C)
 (3) use recognized patterns or structures to make predictions or decisions
(Performance Indicator 7B)
(4) recognize calculations or results that repeat and use them mathematically
through substitution or other processes (Performance Indicator 8A)
The student’s final product must contain some elements (for example, a diagram, two-
way table, graph, flowchart, and/or formulas) that demonstrate their ability to identify
important quantities and map relationships. The student should be given the
opportunity to describe the relationship between quantities, mathematically recognizing
patterns, trends, and functions as applicable, and then use them to draw conclusions
and make decisions. (Performance Indicators 4B and 4C)
The student will create a written text, oral presentation, or video explanation that uses
applicable vocabulary to communicate the following information (along with the
student’s final solution) (Performance Indicator 6B):
(1) stated assumptions, definitions, and previously established results that frame
the problem; (Performance Indicator 3A)
(2) arguments and tentative conclusions through a series of logical statements
that offer a hypothesis on the solution to the problem, including addressing
counter-arguments or examples; (Performance Indicators 3B and 3C)
(3) description of problem-solving process that highlights the meaning of
symbols chosen, units of measure, precise calculations, patterns and structures
within resulting quantities and expressions, and an ability to both decontextualize
and re-contextualize the project in order to determine if the result is plausible
(Performance Indicators 2A, 2B, 6A, 6C, 7A)
At the end of the learning experience, the student will produce a reflection (written,
oral*, or video) in which they explain how they:
(1) correctly, efficiently, and strategically used a variety of tools and external
mathematics resources to solve the problem. (Performance Indicators 5A and
5B)
(2) monitored and evaluated their progress, created procedural shortcuts,
checked their work using different methods, adjusted their approach, and
persevered through challenges. (Performance Indicators 1C, 1D, and 8B)
(3) clearly identified which high school mathematics standards they learned
and/or created evidence for during the learning experience.
(4) connected their learning to their preparation for their post high school goals
(from their High School and Beyond Plan) - including a self-evaluation of the
skills and learning gained.

*NOTE: The student may choose to reflect verbally when conferencing with the educator
throughout their learning experience. The educator should take notes so that there is an
 artifact to refer to when completing the final assessment of the student’s evidence for
the pathway.

Additionally, the Performance Assessment must be designed to elicit student work that will
allow the student to

demonstrate they have met at least two high-school level mathematics standards from each of
at least two conceptual categories (limited to: Number and Quantity, Algebra, Functions,
Geometry, Statistics and Probability). These standards should be:

Clearly applicable and relevant to the learning experience

Easily identifiable within the student’s submission of evidence

Here are three hypothetical examples of learning experiences that could be designed using
this task model. Note: the creation of these projects/learning experiences will be very
individualized and connected to the context of the student, school and community. These
hypothetical examples are intended to serve as samples of possibilities, rather than exemplars.
The expectation is that the products represent the students' own work, recognizing that
students learn within communities and their work is often built from multiple conversations
and active use of supportive tools.

Here are three hypothetical examples of projects that could be designed using this task
model. Note: the creation of these projects/learning experiences will be very individualized and
connected to the context of the student, school and community. These hypothetical examples are
intended to serve as samples of possibilities, rather than exemplars.

Career Exploration Civic Action, Environmental

Creative Endeavor
Concern, or Research
The student has a vision of a The student is passionate about The student is passionate about
business that they would like to a form of creative expression. a school, local, tribal, state,
create or design after leaving They articulate some national, or international issue.
high school - for example, a mathematical problems that They seek out resources to
beauty salon. They articulate they would need to solve in deepen their understanding of
some mathematical problems order to create a particular this issue. They also identify rich
that they will need to solve as a piece of art (for example, the mathematical questions or
business owner (such as setting geometry behind a sculpture, problems that need to be
prices for services, rates of pay mural, or other piece of visual solved in order to understand
for staff, costs for products sold, art, or the mathematics behind the issue or propose solutions.
etc. in such a way that the chord progressions in music.) Using their research and
business can yield a profit). They produce these items: calculations they make
They produce these items: decisions or propose solutions
1. A product that expresses to address the problem and,
1. A product that expresses their learning in some way produce these items:
their learning in some way to an audience of their
 to an audience of their choice (i.e. business plan, 1. A product that expresses
choice (i.e. business plan, website, brochure, etc.). their learning in some way
website, brochure, etc.). This product should to an audience of their
This product should document their process as choice (i.e. business plan,
document their process as well as the end result of website, brochure, etc.).
well as the end result of their reasoning, This product should
their reasoning, calculations, and document their process as
calculations, and recommendations or well as the end result of
recommendations or solutions. This should their reasoning,
solutions. This should include key elements, such calculations, and
include key elements, such as diagrams, two-way recommendations or
as diagrams, two-way tables, graphs, flowcharts, solutions. This should
tables, graphs, flowcharts, and/or formulas that include key elements, such
and/or formulas that identify important as diagrams, two-way
identify important quantities and map tables, graphs, flowcharts,
quantities and map relationships. and/or formulas that
relationships. 2. Description of problem- identify important
2. Description of problem- solving process including quantities and map
solving process including all the necessary relationships.
all the necessary calculations and reasoning 2. Description of problem-
calculations and reasoning needed to assess for solving process including
needed to assess for completion of the all the necessary
completion of the Pathway. calculations and reasoning
Pathway. 3. Reflections on how they needed to assess for
3. Reflections on how they have demonstrated at completion of the
have demonstrated at least five of the Pathway.
least five of the mathematics practices. 3. Reflections on how they
mathematics practices. have demonstrated at
least five of the
mathematics practices.

Schools may design a variety of ways to support students in crafting their projects, engaging in
research and creation, getting feedback, revising, and polishing final products. Some schools
may design elective or core classes in which students work on Graduation Pathways; other
schools may bring in community volunteers to mentor students in their Pathway projects; some
schools may use enrichment blocks or Advisory classes to support this work; other schools may
design other creative approaches. No matter how the school chooses to provide student
support, these steps will probably be helpful:

1. The student works with a mentor or mentors to design their project in alignment with their own
High School and Beyond Plan.
 2. The student and mentor/s establish a timeline with specified project benchmarks, check-ins, and
opportunities to get feedback
3. The student works on their reading and product creation, receiving feedback and revising along
the way. During this process, both the students and the mentors use the Graduation pathway
rubric to self-assess or give feedback.
4. The student turns in a final product and is evaluated using the ELA Graduation Pathway Rubric.
The final product must include a short reflection (written, oral or recorded) about how this
project connects with the student’s High School and Beyond Plan, including a self-evaluation of
the skills and learning that were gained.
5. We estimate that this process would take approximately a semester to complete.

Student Checklist
Student projects will all be unique and personalized to connect with the High School and
Beyond Plan. However, no matter what you will be creating for your project, the following
elements must be included in your work:
Learning Experience Design & Planning
Did you select a learning experience that has an authentic, real-world problem (aligned to your
High School and Beyond Plan)? Note: Throughout this checklist, the word “problem” is a general
term for “a question that needs to be answered, or something that needs to be figured out,
addressed, or solved.”
Did you identify a problem within that learning experience that has enough complexity to be
addressed with multiple approaches?
Did you show that you could break down, analyze, and translate the context of the problem into
mathematical representations?
Did you develop a written plan to address that problem?

Reflection
Throughout the process, did you create a reflection (written, oral*, or video) or set of reflections
that show you are able to:
(1) make strategic assumptions and approximations to simplify complex problems?
(2) decompose complicated quantities into single objects or compositions of several
objects?
(3) use recognized patterns or structures to make predictions or decisions?
(4) recognize calculations or results that repeat and use them mathematically through
substitution or other processes?
At the end of the learning experience, did you produce a reflection (written, oral*, or video) that
explains how you:
(1) correctly, efficiently, and strategically used a variety of tools and external mathematics
resources to solve the problem?
 (2) monitored and evaluated your progress, created procedural shortcuts, checked your
work using different methods, adjusted your approach, and persevered through
challenges?
(3) clearly identified which high school mathematics standards you learned and/or
created evidence for during your learning experience?
(4) connected your learning to your preparation for your post high school goals (from
your High School and Beyond Plan) - including a self-evaluation of the skills and learning
gained?

Creation of a Final Product:

Does your final product contain some elements (for example, a diagram, two-way table, graph,
flowchart, and/or formulas) that demonstrate your ability to identify important quantities and
map relationships?
Did you describe the relationship between quantities, mathematically recognizing patterns,
trends, and functions as applicable, and then use them to draw conclusions and make decisions?
Did you create a written text, oral presentation, or video explanation that uses applicable
vocabulary to communicate the following information (along with your final solution):
(1) stated assumptions, definitions, and previously established results that frame the
problem?
(2) arguments and tentative conclusions through a series of logical statements that offer
a hypothesis on the solution to the problem, including addressing counter-arguments or
examples?
(3) description of a problem-solving process that highlights the meaning of symbols
chosen, units of measure, precise calculations, patterns and structures within resulting
quantities and expressions, and a way to determine if the result is plausible?

Checking Your Work and Attention to Detail:

In all of the evidence you plan to submit, have you reviewed your work using multiple methods
and checked all solutions for reasonableness within the context of your learning experience?
Have you used the Math Performance-Based Graduation Pathways rubric to review, self-assess,
and revise the components of your project, or to seek feedback from others?